eLearning within the Community of Practice for sustainable development

Abstract

Purpose The purpose of this paper is to demonstrate how the use of two knowledge management tools – eLearning and Community of Practice (CoP) – promotes the culture of managing by projects in public organizations toward achieving Sustainable Development Goals. Design/methodology/approach The paper presents three learning strategies for organizing eLearning in CoP, tailored e-course curriculum in Project Management for Local Development within the “4A” model (attention, actualization, attraction, action), with focus on learners’ feelings and emotions used for designing the eLearning process. Findings Every fourth learner was in the state of flow during the e-course, 70 percent of learners felt the state of arousal at certain moment of learning, and about 65 percent felt in control of knowledge they could apply. Practical implications This study bridges the gap between theory and practice by demonstrating synergistic effect of two knowledge management tools (e-learning and CoP) and proves the selection of learning strategies. Social implications Every year, about 1,000 public sector representatives and community leaders join the virtual CoP to study expertise, improve own practice, find new ideas and promote the culture of managing by projects for sustainable development. Originality/value The presented case shows eLearning implementation in the context of CoP, e-course curriculum “Project Management for Local Development,” and learning strategies aimed at constructing knowledge in competitive learning environment, applying new knowledge in practice in experiential learning environment and supporting affective and social learners’ behavior. The presented mental states are used as criteria for monitoring the learners’ emotional involvement in the e-course in different roles.

Knowledge management in the context of sustainability: Literature review and opportunities for future research

“…eLearning within the Community of Practice for sustainable development (Katernyak et al, 2018) Higher Education, Skills and Work-Based Learning…”

Управління Особистими Та Професійними Знаннями У Сфері Місцевого Самоврядування

“…Вітчизняними науковцями окремо досліджується проблематика: самореалізації, cамооцінки, самоменеджменту, тайм-менеджменту (Н. Алюшина [13], Н. Буняк [14], К. Железняк та В. Ігнатюк [15], Н. Черненко [16], О. Шаталова [17]); особливостей управління знаннями, професійного, особистісного розвитку, формуванню компетентності публічних службовців, зокрема, посадових осіб місцевого самоврядування, та депутатів (В. Колтун та Н. Галяс [18], В. Надрага [19], А. Рачинський [20], С. Хаджирадєва [21], С. Серьогін, Є. Бородін, І. Шпекторенко та інші [22]); формування спільнот практики у сфері регіонального та місцевого розвитку (Н. Алюшина [23], О. Кірєєва [24], І. Катерняк, В. Лобода та М. Куля [25]).…”

Work-based and vocational education as catalysts for sustainable development?

“…The next paper, Katernyak et al ’s (2018) “eLearning within the community of practice for sustainable development”, explains an approach to facilitating national-level culture change with respect to project managers in public organisations in the Ukraine. Here, the authors were particularly interested in facilitating changes in relation to national sustainable development priorities, that is, “equitable social development, sustainable economic growth and employment, efficient governance, environmental balance and the development of resilience”.…”